The Dystopian Unit includes the background and practice of the terms and skills needed for “Harrison Bergeron” by Kurt Vonnegut and “The Pedestrian” by Ray Bradbury.
PART 1 - The Sectors
Students will be given Sector cards as they enter the class. This sector cards include the name of their sector and the phrase to recite when the signal is given.
Gyffindor - “Do What is Right”
Slytherin - “Do What is Necessary”
Abnegation - “Them before I”
Dauntless - “Freedom from fear”
The Capital - "May the odds be ever in your favor"
District 12 - "Hope is the only thing stronger than fear"
The Jedi Force - "May the Force be with you"
The Dark Side - "Join the Dark Side"
Table Tents will direct the 3-4 students for each sector where to sit as a sector.
PART 2 - The Stations
Students are given these directives as they enter the classroom:
You have been assigned a sector according to the card you received as you entered the classroom.
You are to sit with the other citizens of your sector in your designated area according to the color.
You will need a pencil and your standards checklist. Leave backpacks under bench.
As a sector, you will rotate to the 8 stations to complete the information in your folders.
Follow directions at each station.
Report to the Station Monitor for a check of answers for any required activities at the stations.
When you have completed all the directions as directed at the station, check with the Supreme Leader for your official stamp.
Go to the next available station. You do not have to visit stations in order.
If there are no stations available, wait at the holding area (the church pew) until a station is vacant.
PART 3 - The Selections
Article “Primal Screen” - Ellen Goodman. (several online sources)
“Harrison Bergeron” - Kurt Vonnegut
RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.
RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise.
“The Pedestrian” - Ray Bradbury
RL.KID.2 Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.
RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 9th -10th grade-level text by choosing flexibly from a range of strategies.
PART 4 - Review
Sectors are assigned to make a poster displaying one of the characteristics of dystopian literature or one of the elements studied as shown in the two selections.
PART 5 - The Assessment
Students will complete the Mini Assessment that tests the standards:
Students read an excerpt from 1984 and answer questions supported by the standards.